Abstract: In this action research study, where the subjects are our undergraduate grade mathematics students,
w e try to investigate the impact of direct ‘inquisition’ instruction on their communication and achievement.
We will strategically implement the addition of ‘replication’ study into each concept of limit over a four-month
time period and thus conclusion can be making for the rest of the Mathem atic s . The students practiced using
inquiry in verbal discussions, review activities, and in mathematical problem explanations. We discovered
that a majority of students improved their overall understanding of mathematical concepts based on an analysis
of the data we collected. W e also found that in general, students felt that knowing the definition of
mathematical words are important and that it increased their achievement when they understood the concept as a
whole. In addition, students will be more exact in their communication after receiving inquiry instructions. As
a result of this research, w e plan to continue to implement inquisition into daily lessons and keep replication
communication as a focus of the mathematics class.
Keywords: Concept of Limits,    definition of Limit.

I.

Outline of Article:

This paper is organized in five sections. W e begin with very brief descriptions of our introduction
and research paradigm and our practical perspective which we refer to as the IOA-R Model Fig.1 [1].The
subsequent sections are the heart of the paper. They consist of the understanding of definition of limit concept
and followed by problem solving without the actual understanding or applying the said concept. Finally, w e
suggest some pedagogical suggestions for that could relate to how the limit concept can be learned in
correlation with IOA-R model and hoping that this IOA-R model can be applied to the rest fields of
Mathematics.

www.iosrjournals.org

5 | Page

Improving Communication about Limit Concept in Mathematics through Inquisition and
As an example Fig.2 for the function defined as follows:

f ( x)  1, for x  0

= 2 for

x0

The students usually solves the problem straightforward,

Limf(x) =1,
x→0-

Limf(x) =2
x→0+

and both sided limits does not equal and hence limit does not exist, rather if you go through while solving each
problem, even the case of    definition of Limit. It will be more understandable for the poor student in
mathematics too. Further, the same strategy can be applied to the rest of Mathematics.

II.

Purpose Statement

Communication within mathematics class promotes higher-level thinking skills [3].Inquisition and
replication can be an alternative to today’s typical lecture teaching methods [2].One purpose of our study is to see
how much student’s uses mathematical inquiry after receiving direct instruction. We want to see how much the
inquiry instruction influenced their problem explanations. Another purpose of the study is to see the effect of
replication instruction on mathematical understanding and achievement. We want to explore the idea that when
students use the correct inquiry being used repeatedly and then inquiry is the major focus of instruction, then the
greater understanding of mathematics concepts might take place. The last purpose of our study is to see how
our teaching shall be changed when w e put such a major focus on inquiry and replication communication.
Obviously, we know there would be changes in the timing and organization of the topics, but we are not sure what
further impacts this research would have on our delivery of the material. One study that focused on the
implementation of a vocabulary-based curriculum found that those students who had more exposures to the
vocabulary words were more successful [4].

Method

III.

Our data will come in a variety of different forms and will be collected in multiple ways, viz.
Questionnaires on Limit theory by Students, Books on mathematics, Books on mathematics Education and Science
Education, Research Articles regarding Limit Theory. The first part of our data collection may be to record
achievement information, before the focus on inquiry and written expression began. We will use data based on class
work, quizzes, chapter test, and criterion-referenced tests. We want to see how much students achieved using an
individual-concept focus, as we did at the beginning of the college year. We will organize this information in a
spreadsheet so that w e could easily see progress. W e will label each student individually, as well as find the
mean across students for each type of data.
The next kind of data that we will collect is a writing sample. We will give the students a problem over concept of
the Limit that we had already covered. We will ask them to solve the problem and explain their process. This
allows us to see where each student is in the inquiry and reply process and give us a great starting point for our
teaching.

IV.

Pedagogical Suggestions:

The main pedagogical suggestion that we will make based on the considerations in this paper has
to do with constructing a “Inquisition” and “Replication” strategies. W e propose certain class activities that
could help students can construct an inquisition separately and then, in their minds, use to construct the
replication.
To help achieve this, we are going to use, 1) Design the experiment with the help of Principle of
Replication, 2) To test the effectiveness of Principle of Replication.

V.

Social Utility:

The outcome (Product) of this paper work will help all the fields where Calculus and specially Limit
Theory are applied. It will also be useful for Undergraduate mathematics students, teachers and researchers.